Outcome‐based and gifted education:Can we assume continued support?

Although outcome‐based education (OBE) is currently a popular reform movement, it is difficult to describe because of its many versions. Central to all interpretations, however, is a commitment to equity and excellence in learning for all students—particularly the traditional “have nots.” Whether OBE currently achieves these goals is not so clear, and its ramifications for gifted programs may be not only an operational definition of giftedness that expands opportunities, but also potential losses for bright students who, for whatever reasons, do not meet criteria for enrichments. These ramifications should pose concerns for gifted educators.